The students began analysis of the five categories in which they can compete. The kids develolped an infographic to explain the rules, proceedures, and limitations on the category they felt the might want to use to present their research.
The categories available are:
The teams will present tomorrow to give an overview to the rest of the team. Then...let the research begin!
It is a beautiful thing when kids are passionate and eager to learn. History isn’t always glamorous, or even “fun”, but I really think it can be magical at times. Today was one of those moments.
Texas Tech University graciously allowed our kids to come and work like college undergrads today! They learned how to seach databases, government documents, and the stacks for sources on their NHD topics. We just scratched the surface of what is available.
In the next few weeks we will begin to uncover clues for each area of study the kids have chosen...then on to perfecting our thesis statements.
Checking out the 3-D printing lab where students could potentially print models of artifacts.
Microfilm and microfiche…what is this scorcery?
Conquering the stacks!
That magic moment! When you decipher the Library of Congress reference codes to track down a source!
This sweet girl and I nearly shed tears of excitement when we found the Tudor history section. Really, big time geeking out...but we owned it.
This guy and I were beginning to think the trail to tracking down this book was going to be as long and arduous as the real Mormon Trail!
Utilizing EBSCo Host and other databases to find primary and secondary sources.
Then...they got distracted by shiny objects.
Coffee break and stopping to listen to the “Goin’ Band” practice!
Thank you so much parents and Mr. Clanton for letting me have these kids as “guinea pigs” for this project. We have never done anything like this before, but after today I really feel like we are on the right track. One of the amazing things is that these kids just did as middle schoolers what a lot of high school and even college students can’t even do. In the words of most 12 year olds...”Pretty epic.”
As we move into this new and exciting experience of participating in NHD, we need to become expert historians. The first step has been to identify the differences between primary and secondary sources that historians use. Both types of sources are critical to learning about the past.
Today, we focused our learning on primary source photographs. Bringing in inference skills as well as outside historical knowledge, we analyzed photographs taken over the last 150 years. Images hold clues about the past that we can’t always get from a history book
As a class, we worked on a sample photo. The students used a lot of reasoning to come up with clues they noticed in the phototgraph.
Next, we divided into teams and began the process of analysis on different images.
Any guesses as to who the men in this image are??
Here’s a hint, this team has the same men!
The students will continue their work tomorrow as individuals, so expect some interesting photos to come home for analysis. This type of work has the kids asking lots of questions and doing lots of deep thinking.